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dc.contributor.authorUtler, Stine Johansen
dc.date.accessioned2023-01-23T10:18:00Z
dc.date.available2023-01-23T10:18:00Z
dc.date.created2021-10-19T10:04:34Z
dc.date.issued2021
dc.identifier.citationJournal of Social Science Education. 2021, 20 (3), 102-129.en_US
dc.identifier.issn1611-9665
dc.identifier.urihttps://hdl.handle.net/11250/3045243
dc.description.abstractTeachers emphasise political aspects of the initial social studies education despite not being asked about them directly. Teachers seems to focus on building a foundation for thinking and acting politically Purpose: This study investigated the political aspects of 1st- to 4th-grade social studies education in Norwegian primary schools through qualitative interviews with 30 social studies teachers. The research examined how and to what extent politics is in focus in initial social studies education using the pre-political perspective as a theoretical starting point. Findings: The political sphere is, to a large extent, focused on initial social studies education, in the form of either political actions or preparation – e.g. building a foundation on which pupils can think and act politically. Despite the fact that not all aspects of the political are equally emphasised in initial social studies education and often seem to tend towards harmony and common agreement, pupils have the potential to be politically orientated or socialised in initial social studies education.en_US
dc.language.isoengen_US
dc.publisherSowi-Online e.V., Universität Bielefelden_US
dc.rightsNavngivelse-DelPåSammeVilkår 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/deed.no*
dc.titlePolitical education of young children: Teacher descriptions of social studies teaching for children in 1st-4th grade in norwegian primary schoolen_US
dc.title.alternativePolitical education of young children: Teacher descriptions of social studies teaching for children in 1st-4th grade in norwegian primary schoolen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber102-129en_US
dc.source.volume20en_US
dc.source.journalJournal of Social Science Educationen_US
dc.source.issue3en_US
dc.identifier.doi10.11576/jsse-3986
dc.identifier.cristin1946921
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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